Counting and RAN: Predictors of Arithmetic Calculation and Reading Fluency
This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlli...
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Veröffentlicht in: | Journal of educational psychology 2013-02, Vol.105 (1), p.162-175 |
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description | This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and verbal short-term memory. Due to rather strong covariance between verbal short-term memory and phonological awareness, short-term memory could be controlled only partially. Participants, 200 children from a longitudinal study, were followed from age 5 to 10 years. Structural equation modeling showed counting to be a strong predictor, not only of later calculation but also of reading fluency. Similarly, RAN predicted later calculation as well as reading fluency. These results indicated that counting and RAN were not skill-specific predictors. Phonological awareness explained part of counting and RAN. However, the predictive effects of these 2 skills on calculation and reading remained even after phonological awareness and partially for verbal short-term memory were controlled. Thus, further exploration of other cognitive processes underlying these 2 abilities is needed. (Contains 3 tables and 3 figures.) |
doi_str_mv | 10.1037/a0029285 |
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The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and verbal short-term memory. Due to rather strong covariance between verbal short-term memory and phonological awareness, short-term memory could be controlled only partially. Participants, 200 children from a longitudinal study, were followed from age 5 to 10 years. Structural equation modeling showed counting to be a strong predictor, not only of later calculation but also of reading fluency. Similarly, RAN predicted later calculation as well as reading fluency. These results indicated that counting and RAN were not skill-specific predictors. Phonological awareness explained part of counting and RAN. However, the predictive effects of these 2 skills on calculation and reading remained even after phonological awareness and partially for verbal short-term memory were controlled. 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The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and verbal short-term memory. Due to rather strong covariance between verbal short-term memory and phonological awareness, short-term memory could be controlled only partially. Participants, 200 children from a longitudinal study, were followed from age 5 to 10 years. Structural equation modeling showed counting to be a strong predictor, not only of later calculation but also of reading fluency. Similarly, RAN predicted later calculation as well as reading fluency. These results indicated that counting and RAN were not skill-specific predictors. Phonological awareness explained part of counting and RAN. However, the predictive effects of these 2 skills on calculation and reading remained even after phonological awareness and partially for verbal short-term memory were controlled. Thus, further exploration of other cognitive processes underlying these 2 abilities is needed. (Contains 3 tables and 3 figures.)</description><subject>Arithmetic</subject><subject>Biological and medical sciences</subject><subject>Children</subject><subject>Cognition & reasoning</subject><subject>Cognitive Processes</subject><subject>Computation</subject><subject>Educational psychology</subject><subject>Finland</subject><subject>Foreign Countries</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Language</subject><subject>Learning. Memory</subject><subject>Longitudinal Studies</subject><subject>Mathematics</subject><subject>Memory</subject><subject>Naming</subject><subject>Phonetics</subject><subject>Phonological Awareness</subject><subject>Predictor Variables</subject><subject>Production and perception of written language</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. 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Psychology</topic><topic>Human</topic><topic>Language</topic><topic>Learning. Memory</topic><topic>Longitudinal Studies</topic><topic>Mathematics</topic><topic>Memory</topic><topic>Naming</topic><topic>Phonetics</topic><topic>Phonological Awareness</topic><topic>Predictor Variables</topic><topic>Production and perception of written language</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Reading</topic><topic>Reading comprehension</topic><topic>Reading Difficulties</topic><topic>Reading Fluency</topic><topic>Short Term Memory</topic><topic>Structural Equation Models</topic><topic>Verbal Fluency</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Koponen, Tuire</creatorcontrib><creatorcontrib>Salmi, Paula</creatorcontrib><creatorcontrib>Eklund, Kenneth</creatorcontrib><creatorcontrib>Aro, Tuija</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Koponen, Tuire</au><au>Salmi, Paula</au><au>Eklund, Kenneth</au><au>Aro, Tuija</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1006601</ericid><atitle>Counting and RAN: Predictors of Arithmetic Calculation and Reading Fluency</atitle><jtitle>Journal of educational psychology</jtitle><date>2013-02-01</date><risdate>2013</risdate><volume>105</volume><issue>1</issue><spage>162</spage><epage>175</epage><pages>162-175</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. 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subjects | Arithmetic Biological and medical sciences Children Cognition & reasoning Cognitive Processes Computation Educational psychology Finland Foreign Countries Fundamental and applied biological sciences. Psychology Human Language Learning. Memory Longitudinal Studies Mathematics Memory Naming Phonetics Phonological Awareness Predictor Variables Production and perception of written language Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Reading Reading comprehension Reading Difficulties Reading Fluency Short Term Memory Structural Equation Models Verbal Fluency |
title | Counting and RAN: Predictors of Arithmetic Calculation and Reading Fluency |
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